8th Grade Science Scientific Inquiry and Process Skills / 2014-2015
Reporting Cluster: Scientific Inquiry and Process Skills
Topic / Knowledge: / Assessments:
Scientific Investigative Skills / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
·  how to create a testable question and formulate a related hypothesis (questioning)
·  how to design, conduct and evaluate the validity of an investigative experiment (experimental design)
·  how to determine the relationship between the variable and the results of an experiment (experimental design)
·  how to collect relevant data from an experiment and make supported conclusions based on that data set (data analysis and conclusions)
·  how to communicate scientific findings (scientific communication)
Students demonstrate the ability to:
·  design and conduct an experiment to test an independently generated question
·  represent data graphically and analyze the graph
·  effectively communicate scientific information
·  generate dependent and independent variables in an experiment
2 / Students will recognize or recall:
Specific vocabulary such as:
hypothesis, observation, qualitative, quantitative, inference, procedure, evidence, claim, conclusion, graph, theory, law, prediction, model, opinion, cause, effect, variable (independent & dependent), control, experiment, reliability, validity, investigative question, testable question
Basic knowledge such as:
·  how to create a testable question
·  how to conduct an investigative experiment
·  how to identify the variables and control in an experiment
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Scientific Inquiry and Process Skills
Topic Knowledge: Assessments
Scientific Tool Use and Measurement / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
·  how to convert units within the metric system
·  how to appropriately use each tool to gather scientific data
2 / Students will recognize or recall:
Specific vocabulary such as:
meter stick, graduated cylinder, density, volume, length, scale, mass, weight, displacement, glassware, thermometer, microscope
Basic knowledge such as:
·  the general function and use of each tool
·  general units of measurement (g, kg, m, cm, km, L, mL, °C)
·  how to choose an appropriate tool for a specific use
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Suggested Instructional Resources
Sample Learner Objectives / Topic / Web Resources – websites or resources on http://science.dmschools.org / Labs / PBL Ideas
(projects) / Textbook Resources
I can distinguish among and make qualitative and quantitative observations.
I can recognize and design a fair experiment to test a scientific question.
I can demonstrate proper safety procedures.
I can create an appropriate scientific graph using a given data set.
I can recognize and generate logical inferences based on observations.
I can analyze a given data set to recognize and produce a valid conclusion.
I can communicate scientific inquiry and findings in a clear and fair way. / Scientific Investigative Skills
I can convert between common units within the metric system.
I can measure length, volume and mass using appropriate equipment. / Scientific Tool Use and Measurement